What differentiates us from other videoconferencing operations is that we work with our clients to plan, develop, and implement effective long-term or short, intensive distance learning programs and knowledge sharing activities according to the clients’ needs. We are able to draw on a worldwide network of subject-matter experts within Japan, the World Bank, and other international organizations, program coordinators, instructional designers, technicians, and creative consultants to help improve the distance learning, knowledge exchange capacity and knowledge sharing and management of our clients. We offer access to a global audience including the GDLN network of more than 120 distance learning centers and affiliates around the world.
Services provided at TDLC include:
Setting up face-to-face sessions for many participants from different locations is not an easy task. By using information and communications technologies (ICTs) and distance learning methods, a wider audience can be reached more efficiently. TDLC can assist our clients in converting their learning materials and/or program into an effective and engaging distance learning format. Our experienced program coordinators can provide advice on instructional design – combining video conferencing, prepared course material, and web-based discussion – to ensure that our clients’ content and delivery will suit the distance learning delivery format.
TDLC aims to develop long-term partnerships based on self-sustaining learning programs. We create a wide network of partnerships with content providers, distributors, and program recipients to expand client access to vital knowledge and resources for poverty reduction and sustainable development. TDLC helps position its partners to achieve accelerated knowledge sharing and broader impact over the full range of development issues throughout East Asia and the Pacific and around the world.
Ultimately, our goal is to work closely with our clients to create a dynamic and sustainable knowledge sharing program.
Instructional Design (ID) is defined “as a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007). Instructional Design is the practice of maximizing the effectiveness, efficiency, and appeal of instruction and other learning experiences. Many instructional design models are based on the ADDIE model with the five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation.
Blended Learning is defined as the use of a mix of distance learning technologies to bring about optimal learning outcomes. There is increasing demand by development professionals and practitioners for blended learning programs and activities using the GDLN.